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All Journal International Journal of Evaluation and Research in Education (IJERE) ASIAN TEFL
Wardatul Akmam Din
Universiti Malaysia Sabah
Education Languange, Linguistic, Communication & Media

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The preliminary study on inverted problem-based learning in biology among science foundation students Azlinah Matawali; Sitty Nur Syafa Bakri; Nur Ramziahrazanah Jumat; Iziana Hani Ismail; Sazmal Effendi Arshad; Wardatul Akmam Din
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (503.62 KB) | DOI: 10.11591/ijere.v8i4.20294

Abstract

The emergent of Science, Technology, Engineering and Mathematics (STEM) Education in Malaysia has embarked challenges in higher education system. Conventional teaching methods often cause lower learning gain, fear and bad perceptions among students. The old initiative may also be the cause of students’ demotivation, lower interest in learning a subject or even dropouts. This study was conducted to evaluate the effectiveness of an inverted classroom by using the problem-based method in Biology subject among science foundation students. Students were divided into two groups; experimental (EG) and control (CG) group. A topic in Biology had been selected, and an assessment paper was given to both groups before and after the intervention session. The EG would experience self-learning through given materials and asked to conduct a problem-based learning study case. Meanwhile, the CG would obey the conventional teaching method before given a similar study case. The result reported significant improvement in assessment marks for EG group compared to the CG group. The students’ comparison between the pre- and post-test implies that they have shown positive improvement in understanding the content of the subject tested. This finding will serve as a primary platform to improvise and enhance teaching and learning methodology in biology subject for foundation level.
First Language Interference and Form Focused Instruction Shafaq Fayyaz; Suyansah Swanto; Wardatul Akmam Din
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(1), 2017
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.7 KB) | DOI: 10.21462/asiantefl.v2i1.28

Abstract

This paper addresses EFL/ESL teachers’ beliefs and practices regarding the use of the first language in a language classroom pertaining to the Form-Focused Instruction - a grammar instruction approach. In essence, this study looks into whether the judicious use of L1 in learning the foreign or second language is effective or not. A case study strategy was deemed appropriate for this study to explore and investigate the beliefs and practices of the non-native teachers on the use of L1 in learning English as a foreign language. To this end, six English language teachers were selected from a Chinese secondary school. The data were collected through classroom observations and stimulated recall interview questions. The audio-recorded data were fully transcribed in English, and subjected to a process of interpretative analysis. The findings revealed that teachers used L1 mainly to present the target grammar topics, to explain the grammatical rules and also to encourage students for the explanation of the grammatical rules in there L1. It is therefore imperative to consider the results of this study as it may highlight some notable pedagogical implications regarding the assisted effects of the use of first language on foreign/second language learning.
Co-Authors Azlinah Matawali Iziana Hani Ismail Nur Ramziahrazanah Jumat Sazmal Effendi Arshad Shafaq Fayyaz Sitty Nur Syafa Bakri Suyansah Swanto